Unidades Didácticas de
Educación Física en Inglés
Miguel de León
1
Metas del proyecto

Diseñar dos unidades didácticas
CLIL
– Getting Fit (2º ESO)
– Keeping Fit (4º ESO)

Elaborar materiales
– Para el profesor (creación de un “site”)
– Para el alumnado

Propuesta de evaluación
2
Descripción

¿Qué es un Programa CLIL/AICLE?
– aprendizaje integrado de contenido y
lengua (extranjera)

En Navarra, dos tipos de programa
CLIL:
– Sección Bilingüe
– British Council program
3
Análisis de la situación inicial

Centros
– IES Alhama Corella (1 año)
– IES Toki Ona, Bera (3 años)
– IES Valle del Ebro, Tudela (7 años)
– IES Benjamín de Tudela (7 años)

British program o Sección Bilingüe
4
Fundamentación Normativa
– A nivel europeo impulso del plurilingüismo:
• Tratados de Maastricht (1992) y Amsterdam (1997).
• En1995 “El libro blanco. Enseñanza y aprendizaje.
Hacia una sociedad del aprendizaje”.
• MCER
– En Navarra
• La LOE y Real Decreto 1631/2006
• Decreto Foral 25/2007
• Resolución 31/2010
5
Fundamentación Didáctica I
¿Por qué una educación bilingüe?
• Motivación hacia un aprendizaje continuado
de la lengua
• Se optimizan los procesos de aprendizaje
de la lengua extranjera al poder aplicar la
dimensión emotiva, cognitiva, consciente
de L2.
• No dificulta el aprendizaje del contenido
6
Fundamentación Didáctica II
¿Por qué la Educación Física en Inglés?
• Las posibilidades de expresión no verbal
incrementa los recursos comunicativos
• La gran variedad de entornos
comunicativos facilita el uso diverso y
flexible del Inglés.
• Proporciona una perspectiva intercultural
de mundo recreativo y del deporte
• Vinculación entre motricidad y aprendizaje
del lenguaje (“Método TPR” de Asher, J.)
7
Fundamentación Didáctica III
 Metodología CLIL
• Diferentes tipos de programa CLIL, diferentes
estrategias didácticas
• Promoción simultánea de contenido (EF) y lengua
• Trabajo cooperativo que conduzca al aprendizaje
autónomo: parejas, grupos
• Encaminada a desarrollar un repertorio de recursos
comunicativos (más allá del vocabulario) que
favorezca la dinámica de las sesiones
• La utilización de L1 puede ser beneficiosa
8
Fundamentación Didáctica IV
 Estrategias en EF
• Proporcionar un “Input” accesible
• Pizarra, posters, pantalla
• Demos, ejemplos
• Repetir, parafrasear, preguntar, explicaciones entre el
alumnado
• Lenguaje corporal
• “Set up” claro
• Sonoridad: voz, espacio, situación respecto al alumnado,
altavoces
• Interacción
• Actividades cooperativas
• Agrupaciones variadas (atendiendo al nivel de inglés si es
necesario y posible)
• Actividades que favorezcan la interacción
9
Fundamentación Didáctica IV
 Estrategias en EF
• En la sesión
• Describir objetivos-tareas (oralmente y por escrito) de
contenido y lenguaje
• Minimizar el tiempo para anuncios, set up, etc
• Procurar la participación activa durante el mayor
tiempo de clase posible
• Ritmo adecuado (alumnado activo y asimilando)
• Seguimiento
• Proponer actividades diversas para el repaso y
valoración de los procesos de enseñanza/aprendizaje
• Contextualización de la sesión dentro de la unidad al
comienzo de la sesión
• Valoración y repaso de recursos clave en el “Cool
down” (últimos 3 minutos)
10
Fundamentación Didáctica IV
 Particularidades comunicativas en EF
– Teacher’s Voice: pitch, speed, pause, stress, volume,
enunciation will ensure that no words or teaching points
are missed.
– Gather the students in front of you for a long talk
– If you have to talk to a scattered class, check first that
students are quiet and attentive
– If available, use of a radio microphone in contexts such
as: dancing/aerobic, volleyball, basketball, etc.
– Gestures and practical examples will help students learn
subject-specific terminology.
– Reinforce the learning by questions or repetitions.
11
Fundamentación Didáctica IV
 Estrategias para el fomentar el uso del Inglés
en vez de L1 (además de lo ya expuesto)
• Acordar reglas que regulen el “Switching Code” en
clase
• Premiar al alumnado que se esfuerce en utilizar el
Inglés
• Presentación de trabajos en Inglés
• “English Watcher”
• “English Leader”
• Utilización de las TIC
12
Unidad Didáctica I
Getting Fit
2º ESO
13
Getting Fit (2 ESO)
•
Contexto y Justificación
• Ubicación en el programa bilingüe del
centro
• Aportación al desarrollo del currículo
• ESO
• Educación Física
14
Getting Fit
1
2
3
4
5
Objetivos
CONTENT
LANGUAGE
Identify what health benefits can be obtained from being
physically active and the effects of a sedentary life on
health
Describe the advantages of being physically
active and disadvantages of a sedentary life
Keep aerobic workout within the target hear rate by
means of heart rate monitoring or pulse check
Explain how to calculate the healthy Target
Heart Rate
Improve the fitness level, specially the
aerobic
endurance and suppleness, building up exercising and
hygienic habits in a challenging and enjoyable context
Report physical activities habits and what
achievements take place
Be aware of posture in daily activities and fitness
exercises, avoiding those postures that can damage the
body structures.
Name and recognize postures or actions that
could lead to back injuries or misalignments
Participate in fitness related tasks and games,
demonstrating team working skills, fair play, courtesy,
striving spirit, grace at loosing and winning, and care for
equipment and facilities
Make an effort to communicate in English with
peers and teacher using the appropriate terms
to the class scenario
15
Getting Fit
Contenidos E.F.
1. KNOWLEDGE
1.
2.
3.
4.
5.
6.
Fitness components revision
Fitness components for health: aerobic endurance, flexibility and strength
Benefits of regular exercising and health consequences of a non-active way of life
Aerobic workout:
Target Heart Rate: Maximum Heart Rate and heart rate zone for a healthy workout.
1.
“Pacing oneself “
2.
What’s good for me?
Recommendations for the care of body structures: main muscles and joints
1.
Posture when: carrying a backpack, sitting, lifting weights, etc
2.
Bodyweight exercises and daily stretches
2. PROCESSES
1.
2.
3.
4.
5.
6.
Analysis of fitness components for a lifetime wellbeing
Control of the heart rate within the Target Heart Rate in aerobic workouts
Participation in different activities which enhance the improvement of the health related fitness components: jogging, tag games and
fitness plan.
Application of different stretching methods and strengthening exercises as well as warm up and cool down routines, keeping the
appropriate body position in each exercise.
Use of ITC to get information about fitness and health.
Fitness tests: 1 Mile Run Test and Sit and Reach Test
3. HABITS, VALUES AND ATTITUDES
1.
2.
3.
4.
5.
A willingness to care for their own well being, demonstrating striving spirit when working out.
Acceptance of a variety of performances, no matter how good or poor they are.
Critic thinking on a non-active lifestyle
Open mind and team working skills in fitness games or group activities, fair play, courtesy, and grace at loosing/winning.
Valuing hygienic habits such as: wash or shower at the end of the session, warm up and cool down activities, sport wear, and care for the
equipment and facilities.
ENRICHED CONTENTS
Reactions
Do
you want to know more?
16
Getting Fit
Contenidos Lingüísticos
L.1. The language products that students use to describe, explain and report.
L.2. Vocabulary for lectures and internet search activities: target heart rate, health, cardio
respiratory, spine, etc
L.3. Terms for sequences and basic math computations
•Firstly, then, after that, etc
•Add, multiply, divide, take away, etc
L.4. Analysis of tests results and graphs
L.5. Use of English in physical activities:
•Revision of instructions: “off you go”, “on the jog!” “bring it in”, “time is up”, “pair up”,
“Sit down in a circle formation, please” etc
•Specific communication skills:
•Vocabulary of new equipment, facilities and physical exercises: aerobic exercise, heart rate monitor (watch and transmitter),
bodyweight exercises (sit ups, dips, chin ups, push ups, etc), dumbbells, suppleness, body structures (muscles and joints), names
of particular exercises or postures, etc
•Communication with peers in tag games and jogging assignments: “over here”, “it was close!”, “nice run!”, “She’s fast!”,
“watch out!” “IT’s coming!” “this way”, “let’s get John” “I tagged you – you didn’t tag me”, “Who is IT?”, “You ran out of
bounds” “Hurry up”, “Catch up”, “to overtake or to go pass …”, “to pace oneself” “To break the record”
•Parts of the body and movements. Main muscles and joints. Giving feed-back for a good posture.
•Names for bodyweight exercises and stretches.
•Whispering, calling out or shouting situation?
L.6. Where else is this game played?
17
Getting Fit
Resumen del Tipo de Tareas
Working out …
Aerobic
Endurance
Tag Games
Knowledge
Posture
Bodyweight Daily
Exercises
Stretches
Lectures
Jogging
Special
Blog
session
Activities
Assessment Tasks, Home Assignments
Reinforcing and Enriching tasks
Introductory and Summing up tasks
18
Getting Fit
TAREAS
Map of sessions (see full project)
19
Methodology and Teaching
Strategies
Getting Fit

Presenting new concepts and skills (visuals,

Helping students with vocabulary
Strategies for supporting reading (i.e. treasure

questions, connectors, body language, spanish …)
hunt)

Strategies for supporting listening (voice,
space, mic, questions, repetitions)


Strategies for supporting writing (reflections)
Strategies for supporting student talk
(switching code rules, on the board, grouping, reporting)
20
Getting Fit

Methodology and Scaffolding
Language Scaffolding
– Teaching Strategies
– Language processes

Content Scaffolding
– Aerobic Endurance, Strength,
Flexibility
– Concept learning
– Teaching and learning strategies
21
Methodology and Teacher’s
role in the CLIL unit
Getting Fit
– Planning content and language
integrated in fitness sessions
– Adapting texts and materials about
fitness, being these materials age and
level appropriated
– Organizing the session components in
a way that ensures comprehensible
input
– Engaging students in using and
improving their English.
22
Methodology and Class
Management
Getting Fit
Out of 55
minutes…
Activities
Space
5’
To get started (travelling and changing clothes
time included)
Travelling route and lockers
4’
To check attendance, introduce the session
and reinforce concepts and skills
A previously agreed location in the gym
or playing ground (board should be
available nearby)
7’
To warm up
Gym or Playing ground
32’
To develop core activities
Gym or Playing Ground having the
students at ear range (if possible)
2’
To cool down and review concepts and skills
A previously agreed location in the gym
or playing ground (board should be
available nearby)
5’
To wash and change clothes (students who
wish to have a shower go 5’ earlier to the
changing room)
Lockers
23
Methods of guidance and
types of practice
Getting Fit
– Cardiovascular endurance is based on
verbal and visual methods. Flexibility
and strength are mainly conducted by
a combination of visual, verbal and
mechanical methods
– Whole practice, no need of breaking
down moves
– Fixed practice present in stretches,
bodyweight exercises. Tag games
leave room for the “Variable practice”
24
Getting Fit
•
–
–
–
–
–
–
–
–
–
–
–
–
–
Resources
•
Facilities,
equipment and
materials
Gym
School Yard
Heart Rate Monitors (at least three)
Stop Watches
Sport Bibs
Cones
Balls (basket balls or bigger, half the
number of students)
White Board
ICT Classroom
Hands out
Students’ Portfolio
Teacher’s journal book
Sit and Reach Box
–
Internet
PE Bilingual Blog:
http://bilingualpe2blog.blogspot.co
m/. One of the most important links
in the blog is “Teens Health”
http://kidshealth.org/teen/food_fitne
ss/exercise/exercise_wise.html
25
Assessment and Evaluation:
WHAT?
Getting Fit
– Assessment of Learning
•
•
PE content descriptors
Language descriptors
– Assessment of Teaching (anonymous online
rubric)
26
Getting Fit
Assessment and Evaluation:
How?
Assessment tasks
Tools
Write the physical activities you complete
every day
Portfolio
(Physical
Activity Journal,
(see Annex 2)
Think and write about what you’ve learnt
Portfolio
(Reflections, see
Annex 2)
Assessment Tasks
Tools
Knowledge test
Multiple choice test (see
Annex 2)
1 Mile Run Test
1 Mile Run
test
procedure (see Annex 1)
In a flat running track,
marking
cones,
recording sheets, stop
watch.
Sit and Reach flexibility
test
Sit and Reach Box and
recording sheets
Treasure Hunt outcome
Treasure Hunt report
Attendance
Sport Wear
Work rate
Fitness Achievements
Wash or Shower
Observation of
Teacher’s journal
Attitudes (Striving spirit,
Courtesy,
Cooperation,
Team working skills)
Care
of
facilities,
equipment and materials
Use of English/L1
Rubric of
English use in
the P.E. classes
(see Annex 1)
and Vocabulary
Log
27
Assessment and Evaluation:
WHEN?
Getting Fit
• Initial Assessment
The fitness tests, a questionnaire and observation
of kids’ attitudes and responses.
• Assessment FOR Learning, ongoing
assessment or formative assessment
Continuous feed-back is provided, either by
teacher or by peers. They track their own progress
by keeping the physical activity journal and the
portfolio up to date.
• Assessment OF Learning, summative
assessment
Have they moved to point “B”? The tasks are: a
multiple choice test, the fitness tests, the portfolio
hand-in, the Treasure Hunt hand-in.
28
Getting Fit
Weight
on the
Unit
Grade
Assessment Item
10%
Multiple Choice Test
5%
Assessment and Evaluation: Scoring
Content
Weight
Language
Weight
Unit
standard
Key Competency(1)
100%
0%
9.C.1
9.C.2
1,6
20%
9.C.1
9.C.2
9.C.6
9.L.2
9.L.4
1,2,3,4,6,7
9.C.1
9.C.2
9.C.4
9.L.1
9:L.4
9.L.5
1,3,4,6,7
Subitem
Treasure Hunt
80%
Physical Activity Journal (10%)
20%
Portfolio
Aerobic Zone Assignment (5%)
80%
20%
Vocabulary Log and Reflections (5%)
10%
1 Mile Run Test
100%
0%
9.C.3
1
10%
Sit and Reach Test and
Posture assessment
100%
0%
9.C.3
1,6
5%
Rubric of English use in
P.E. classes
0%
100%
9.L.3
2,3
100%
0%
9.C.4
9.C.5
9.C.6
1,2,4,5,6,7
Wash-Shower 5%
Work rate and achievements 10%
40%
Teacher's journal
Striving spirit, Courtesy, Cooperation,
Team working skills 10%
Sport wear and classroom materials
10%
Care of Equipment and Facilities 5%
29
Average
80%
20%
Getting Fit
Assessment and Evaluation:
Scoring prerequisites and recovering the unit credit
•
•
Attendance, assignments hand in, 3 out of
10 rule.
Depending on what unit standards the
student didn’t achieve, he or she will receive
further support on that component of the
unit framework.
30
Getting Fit
–
–
–
–
–
–
–
Key Competencies
Competencia en el conocimiento y la interacción
con el mundo físico.
Competencia social y ciudadana
Competencia en comunicación lingüística.
Tratamiento de la información y competencia
digital
Competencia matemática
Competencia de aprender a aprender
Autonomía e iniciativa personal
31
Asessment of the Key
Competencies
Getting Fit
–
To measure it, I relate the assessment tools
and tasks to the competency descriptors. I
assign a weight for each item affecting a
certain key competency. Consequently I
report:
•
Competencies Rating Scale
–
–
–
No meets: the student hasn’t met the competency (0
to 3,5)
Needs improvement: the student has barely met the
competencies descriptors (3,5 - 6)
Meets: the student has successfully met the
competency (6 - 10)
32
Getting Fit
–
Cross curricular work
PE and English Departments:
•
Information trade:
–
–
–
•
Cooperate in:
–
–
–
–
Students´ level of English
Specific content demands of English in the unit
Quality of resources that students will be handling
(adaptations)
Developing the communication skills to meet
language demands of the unit.
Building materials
Revising assessment procedures (language
assessment)
Other Departments that might be involved:
Science, Maths and Technology (computer
skills)
33
CONTENTS
LEARNING
OBJECTIVES
TASKS (session
number)
LEARNING
UNIT
KEY COMPETENCIES
ACHIEVEMENTS
ASSESSMENT
PE
ESPECIFIC
LANGUAGE
4.1.1
4.1.2
4.1.3
4.2.1
L1
L2
5.1.3 (1)
5.2.1 (all,
esp n 4)
5.2.8 (4)
5.2.9 (4)
5.2.10 (4)
5.3.1 (all)
5.4.1 (all)
5.5.2 (4)
5.6.6 (12)
5.6.7 (12)
5.6.8 (11)
5.6.9 (all)
9.C.1
9.C.2
9.L.2
oCompetencia en el
conocimiento y la interacción
con el mundo físico
oTratamiento de la información
y competencia digital
oCompetencia en
comunicación lingüísitca
oCompetencia de aprender a
aprender
4.1.4
4.2.2
4.3.5
L3
L5
5.2.1 (3)
5.2.4(3,5,6,
7,9,12)
5.2.2(3,5,6,
7,9,12)
5.2.10.1 (4)
5.4.1 (4)
5.6.4
(3,5,6,7,9,1
2)
5.6.6 (12)
5.6.10(3,5,
6,7,9)
9.C.4
9.L.1
oCompetencia en el
conocimiento y la interacción
con el mundo físico
oCompetencia matemática
oCompetencia en
comunicación lingüísitca
oTratamiento de la información
y competencia digital
oCompetencia de aprender a
aprender
oAutonomía e iniciativa
personal
4.2.3
4.2.4
4.2.6
L4
L5
5.2.2(3,5,6,
7,9)
5.2.4(3,5,6,
7,9,12)
5.2.6
(6,7,10)
5.2.5 (all)
5.5.1
(9,10,11)
5.6.2 (2,12)
5.6.3
(1,2,11)
5.6.10 (all)
9.C.3
9.L.5
oCompetencia en el
conocimiento y la interacción
con el mundo físico
oCompetencia matemática
oCompetencia en
comunicación lingüísitca
oTratamiento de la información
y competencia digital
5.2.11 (all,
5.6.5
SUMMARY OF THE UNIT
COMPONENTS
Getting Fit
Identify what health
benefits can be
obtained from being
physically active and
the effects of a
sedentary life on health
Keep aerobic workout
within the target heart
rate by means of heart
rate monitoring or pulse
check
Improve the fitness
level, specially the
aerobic endurance and
suppleness, building up
exercising and hygienic
habits in a challenging
and enjoyable context
4.1.5
L2
34
9.C.5
oCompetencia en el
Getting Fit. Examples of
Students’ resources
Posture Cards
Lifting weights!
Right
o
bending at the knees
Wrong
o
o
o
keeping the body
close to the weight
bending at
the waist
reaching out
to lift the
weight
35
JOURNAL OF PHYSICAL ACTIVITY
Tests Results: 1 Mile Run Test Initial:____; Final:_____ Sit and Reach Test Initial:_____cm; Final:______cm
Number of Week:_____
Intensity
Activity
Example
Jogging
Fitness
components
involved
Duration
minutes
Aerobic endurance
45
Aerobic Endurance
sessions:____
Strength sessions:_____
Flexibility sessions:_____
Hours:____
easy,
moderate,
challenging
(Average Heart
Rate?)
Moderate,
(150 bpm)
Supervised by
Adult
Name
Juan
Gonzále
z
Relationshi
p
and Signature
Coach
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Total
36
Getting Fit. Examples of
Teacher’s resources
37
Rubric: Use of English in P.E. classes
Adapted from http://www.xtec.cat/~jrene5/ (Judith Reñé)
Satisfactory grade: total of 20 or up
Name:
Year:
ORAL PRODUCTION
0 1 2 3 4
Does the student say sentences in English?
Does the student use the expressions given by the teacher to use in the class?
Does the student make an effort to speak in English?
Does the student use the vocabulary related to the equipment and the name of the actions and movements that he/she
usually performs during the lessons.
ORAL COMPREHENSION
Can the student understand the teacher's explanations or instructions?
Does the student make an effort to understand messages in English?
Can the student understand his/her classmates when they speak in English?
READING COMPREHENSION
Can the student understand the meaning of the expressions given by the teacher to use in the class?
Can the student understand the hands out given in class?
OVERALL USE OF ENGLISH
Can the student follow the physical education class without any special support?
TARGETS:
0: never
1: few times
2 sometimes
3: very often
4: always
38
Spreadsheet for Unit Scoring
STUDENTS 2
CONCEPTS AND LANGUAGE USE
Unit: Getting Fit
E
P
T
H
Asier
3
3,5
4
E
FITNESS TESTS
SCORE
*
WORK RATE, HABITS AND ATTITUDES
E
U
C
TOT
AL
1M
R
SR
TOT
AL
W
H
W
R
A
T
SP
W
CE
F
TOT
AL
8
1,6
4
3
0,70
8
8
8
9
10
3,40
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
5,70
Key Competencies
CC
M
CS
C
C
L
C
TI
C
M
CA
A
CI
P
NI
M
NI
N
M
NI
NI
NI
Exam
P
Portfolio
TH
Treasure Hunt
EUC
English use in class
1MR
1 mile run test
S-R
Sit and Reach test
WH
Wash or shower
NM: no meets
NI: Needs Improvement
M: meets
39
INTERNET resources
Getting Fit and Keeping Fit CLIL Units
Blog (students)
2º ESO http://bilingualpe2blog.blogspot.com/
4º ESO http://bilingualpe4blog.blogspot.com/
PE Site (teachers)
https://sites.google.com/site/bilingualphysicaleducation/peteachers-support-area
(ver Con el Departamento de Inglés, Glossary of School
Terms)
40